Common errors in solving quadratic equations in mathematics among first year secondary student from the point of view of teachers in Benghazi

Abstract

The study aimed to identify the common errors in solving quadratic equations among first year secondary student from the point of view of teachers in Benghazi, and to find out if there are differences in the estimates of mathematics teachers for errors when solving quadratic equations from their point of view due to (type, specialization, academic qualification, years of experience), as well as it aimed to suggest ways to treat some of these errors in solving quadratic equations among students from the point of view of teachers. The researcher used the descriptive analytical approach, as he prepared the study tool, which is a questionnaire consisting of 26 paragraphs divided into two axes, the first is the common errors in solving the quadratic equation, and the second is the methods of treating these errors. The study tool was applied to a sample of 70 teachers of mathematics teachers at the secondary level in the city of Benghazi. The study has concluded: existence a common errors in solving quadratic equations among first year secondary student from the point of view of teachers in Benghazi, and nonexistence statistically significant differences in the estimates of mathematics teachers for errors when solving quadratic equations from their point of view due to (type, specialization, academic qualification, years of experience), the study has concluded proposals considered that the methods of treating some of these errors were rewarding. The recommend the need for continuous diagnosis of the problems that students face in solving quadratic equations and focus on translating the verbal problems of quadratic equations during the explanation. It also recommend that teachers adopt methods and strategies for teaching that contribute to avoiding the problems that the bitch faces in solving quadratic equations.